dc.contributor.author | Muwonge, Charles Magoba | |
dc.contributor.author | Schiefele, Ulrich | |
dc.contributor.author | Ssenyonga, Joseph | |
dc.contributor.author | Kibedi, Henry | |
dc.date.accessioned | 2021-04-28T08:57:04Z | |
dc.date.available | 2021-04-28T08:57:04Z | |
dc.date.issued | 2019 | |
dc.identifier.citation | Muwonge, C. M., Schiefele, U., Ssenyonga, J., & Kibedi, H. (2019). Modeling the relationship between motivational beliefs, cognitive learning strategies, and academic performance of teacher education students. South African Journal of Psychology, 49(1), 122-135. | en_US |
dc.identifier.uri | http://ir.must.ac.ug/xmlui/handle/123456789/662 | |
dc.description.abstract | Although self-regulated learning has received much attention over the past decades, research
on how teacher education students regulate their own learning has been scarce, particularly in
third world countries. In the present study, we examined the structural relationships between
motivational beliefs, cognitive learning strategies, and academic performance among teacher
education students in Uganda. The sample comprised of 1081 students selected from seven
universities. Data were collected using several subscales from the modified Motivated Strategies
for Learning Questionnaire and were analyzed by structural equation modeling. Cognitive learning
strategies fully mediated the relationship between motivational beliefs and academic performance.
Motivational beliefs contributed to students’ academic performance mainly through influencing
their critical thinking and organizational skills. Therefore, interventions to improve teacher
education students’ academic performance should focus not only on boosting their motivation
but also on enhancing their use of cognitive learning strategies. | en_US |
dc.description.sponsorship | Deutscher Akademischer Austauschdienst and
Alexander von Humboldt | en_US |
dc.language.iso | en | en_US |
dc.publisher | South African Journal of Psychology | en_US |
dc.relation.ispartofseries | ;122– 135 | |
dc.subject | Academic performance, | en_US |
dc.subject | Motivated Strategies for Learning Questionnaire | en_US |
dc.subject | self-regulated learning | en_US |
dc.subject | structural equation modeling | en_US |
dc.subject | teacher education students | en_US |
dc.title | Modeling the relationship between motivational beliefs, cognitive learning strategies, and academic performance of teacher education students | en_US |